Abstract
Higher education in South Africa is regulated by several policies, and the obligation of increased access and participation of persons with disabilities into higher education is recognized in legislation (Department of Education, 1997; Department of Higher Education and Training, 2013). However, research indicates that the proportion of students with disabilities in higher education and in study programmes abroad is still very low worldwide (Fazekas, 2017; Organisation for Economic Co-operation and Development, 2011). Study opportunities for these students in higher education institutions abroad, including South Africa, should therefore be increased to provide equal access and experience in an inclusive higher education environment. This study explores possible reasons for the low engagement of South African students with disabilities in international mobility programmes and the function of key role-players in supporting international students with disabilities studying in South Africa (incoming students) and South African students with disabilities studying abroad (outgoing students). This study also explores the ways by which the exchange process could be facilitated more effectively within the context of an inclusive higher education environment. Data on the support services offered to these students was obtained by means of questionnaires sent to the International Relations Offices and Disability Rights Units at higher education institutions in South Africa. The study culminated in the design of a model which specifies the roles of the various role-players in supporting international students with disabilities during their pre-departure, study and return phases.
Highlights
During the last century, a considerable amount of education-related research focused on the influence of globalisation and internationalisation on the character and behaviour of higher education institutions (Altbach, 2002; Cross, Mhlanga, & Ojo, 2011; De Wit, 2011; Edwards, 2007; International Association of Universities [IAU], 2012; International Education Association of South Africa, 2014; Mavhungu, 2003; McLellan, 2008; Mitchell & Nielsen, 2012; Oxford University, 2017; Tadaki, 2013)
The study was guided by the following three research questions: a) What are the reasons for the low engagement of students with disabilities in international mobility programmes? b) Who are the key role-players in facilitating the exchange experience of international students with disabilities in an inclusive higher education environment? c) What are the roles and responsibilities of the key role-players in supporting international students with disabilities in meeting their learning and access needs effectively?
Institutional policies on internationalisation of students are in place at the respondent International Relations Office (IRO), there are no specific references to international students with disabilities
Summary
A considerable amount of education-related research focused on the influence of globalisation and internationalisation on the character and behaviour of higher education institutions (Altbach, 2002; Cross, Mhlanga, & Ojo, 2011; De Wit, 2011; Edwards, 2007; International Association of Universities [IAU], 2012; International Education Association of South Africa, 2014; Mavhungu, 2003; McLellan, 2008; Mitchell & Nielsen, 2012; Oxford University, 2017; Tadaki, 2013). No national data or other information could be found regarding incoming and outgoing international students with disabilities at higher education institutions in South Africa, several policies and reports have already emphasised the need for a more comprehensive databank regarding students with disabilities in higher education (Department of Social Development, 2015; Howell, 2005). The UNCRPD addresses a variety of issues, including the rights of all forms and levels of education (United Nations, 2006, Article 24) In higher education, this means access for students with disabilities to all opportunities, facilities and services that are available to other students, enhancing their full participation in various university activities and embracing the social model of disability (Broderick, 2018; Fazekas, 2017). MIUSA (2017), as well as Dessoff (2006), highlight the lack of participation and the under-representation of students with disabilities in international mobility programmes
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